Aluno com deficiência intelectual no Ensino Médio: políticas educacionais inclusivas na rede estadual de Manaus/AM

Abstract

This study aimed to analyze public educational policies in an inclusive context for students with intellectual disabilities in high school in state schools in the city of Manaus / AM. Specifically, it aimed to: contextualize secondary education in Brazil, showing public educational and inclusive policies for this stage of teaching; describe about Intellectual Disability (ID) and legal subsidies that support the inclusion of students with ID in the regular classes of regular high school; and, to talk about inclusive educational policies and how they reach high school students with intellectual disabilities in SEDUC / AM schools, taking as reference their implementation from the schools investigated. Methodologically, the study has a qualitative nature of documentary, bibliographic and field analysis, focusing on the dialectical method, and for its realization we used the semi-structured interview. Initially, categories were created, which were subsequently analyzed based on the responses extracted from the interview script using Bardin's content analysis (1977; 2011). Institutional managers who, within their functions, organize, delegate and collaborate in the implementation of programs, projects and actions, of federal or state competence, in state high schools participated in the study. Secondary education in Brazil, in the last decades, has undergone changes in its structure with different reforms, however, greater investment of resources was observed through educational policies in the Lula and Dilma governments, mainly with the creation of the Educational Development Program (EDP), which focused on basic education and special education. Regarding the legal support of inclusive support for students with ID, the relevance of the National Policy for Special Education in the Perspective of Inclusive Education (2008) and the Brazilian Inclusion Law (2015) was verified, guaranteeing these students that the accessibility barriers access and permanence in ordinary schools, be eliminated. As main results we verify that the educational policies, through programs, projects and actions, developed for the public of the High School, in Manaus / AM, are arriving at the schools to attend all the students, what does not mean if they are reaching the student with ID and promoting significant changes in their schooling process. The school's challenge is to comply with the principles of inclusion, avoiding the maintenance of homogeneous pedagogical practice, framing the student with ID in universal didactic procedures, disregarding the differences. Specifically, through the Federal Accessible School Program (FASP), it is being possible to restructure schools that adhere to the FASP in infrastructure, with resources available to those contemplated by the Program for the Implementation of Multifunctional Resource Rooms (MRR) and Specialized Educational Services (SES) to students with ID or other disabilities. Finally, the restlessness present in the speech of the agents participating in the research in the slow implementation of inclusive policies for this public, mainly due to the need for SES; the implementation of new MRR; and in the essential continuing education of teachers of the common classes, with a focus on inclusive proposals, involving the complex binomial Intellectual Disability and High School.